Public perception of career and technical education in mississippi Julie jordan kristen dechert November 2012
In conjunction with the Mississippi Department of Education
INTRODUCTION Career and Technical Education and the U.S. Economy
It’s hard to argue that career and technical education (CTE) is an important source of skilled workers, but the field could be doing a better job of reaching more students and better training them once reached. Too many programs nationwide are lacking rigor, and they are failing to fully prepare their students for college and career. President Obama and other top American officials recognize this problem and released a blueprint for CTE transformation across the country in April of this year. With this transformation, designed to make all CTE programs more rigorous, relevant, and results driven, more students will have access to high-quality CTE programs. According to U.S. Secretary of Education Arne Duncan, “[CTE] can no longer be about earning a diploma and landing a job after high school. The goal of CTE should be that students earn an industry certification and postsecondary certificate or degree—and land a job that leads to a successful career.”1 The current administration sees a renewed American economy on the horizon, one that is built on American-made goods and skilled American workers, and to become less dependent on foreign alternatives, we must have a renewed commitment to this important facet of education. With many of the fastest growing jobs in the country requiring at least some college or postsecondary training, CTE is a realistic way to ensure our young people are academically prepared and technically trained for their future jobs.
The Stigma of CTE
An approach to education that has undergone a number of changes over the years, CTE conjures up an array of pseudonyms, including “vo-tech,” “shop class,” and “technical school.” Accompanying these terms are public perceptions that CTE is only for students who are not college bound or who cannot afford college. These perceptions are not completely off base. CTE provides a valuable option for students who might otherwise fail to complete high school. In fact, a 2005 report found that a ratio of one CTE class for every two academic classes lowers the dropout risk of students.2 But 21st-century CTE also plays a significant role in early preparation for college-bound students. With courses in polymer science, health sciences, robotics, computer programming, education, and graphic design, CTE now educates future automotive workers just as much as future engineers and teachers. No longer just about so-called blue-collar trades, CTE is a viable option for all students that brings relevance to their education, helping them connect school to a career. Despite the variety of career tracks available in CTE programs, the narrow perception of the field seems to hinder parents from encouraging their children to take CTE courses or to pursue CTE at the postsecondary level. With other nations placing their children in career-focused, challenging coursework earlier and earlier,3 the U.S. must address this limited view. With the opportunity to graduate from high school or college with industry-recognized credentials and real-world experience, CTE students have a better chance to fast-track their careers, helping the nation improve its global competitiveness. Although a number of education leaders and agencies acknowledge the nation’s limited view of CTE, few statistically valid studies have been conducted.4 Beyond anecdotal evidence and a small sample of state and district studies, very little empirical evidence of public perception exists.